2. Immersion Education From Compensatory To An Enrichment Program Enriching Immersion Education: Tips for your Teacher Toolbox August 4-5, 2010 Glendale Spanish Immersion Elementary School http://www.ltelearning.org/liliananunez/glendale Mabel Ramos, Liliana Nuñez, Becca McBride

3. Language Immersion Is an approach to foreign language instruction. Curricular activities are conducted in a foreign language. The target language is the medium of instruction. “Immersion represents the most intensive form of content-based foreign language instruction”. (Snow, 1986).

4. FG Model History Immersion Language Programs – Total and Dual 2003 – 2004: Visits with Language Specialists

5. Recommendations Language separation Spanish only dictionary Common language and continuity within grade levels and across grade levels Planning Thematic Units- Language and Content Develop Common Assessments within grade levels and across grade levels Currently…

6. FG Model: L2 Instruction K- 50% –2 teachers, one Spanish, one English 1- 100% 2- 100% 3- 80% 4- 50% 5- 50%

7. Immersion Students They acquire the necessary language skills to understand and communicate about the subject matter. They follow the same curricula, and in some instances, use the same materials as those used in the non-immersion schools of their district.

8. Immersion Program Goals To achieve competency in the foreign language (listening, speaking, reading, writing). To acquire the same L1 language arts skills as students in regular schools. To master content area skills & concepts. To gain a greater understanding and appreciation of other cultures.

10. “Establishing a strong base in the home language of a child will actually facilitate development in the second language”. – Edelsky, 1986

11. Stages of SLA Stage I: Pre-production Stage II: Early production Stage III: Speech Emergence Stage IV: Intermediate Fluency Stage V: Advanced Fluency

12. Communicative Competencies

13. Stage I: Pre-production (The silent period) – Pre K/K Student may have up to 500 words in his receptive vocabulary. Some students will repeat every thing you say (not really producing language). They will be able to respond to pictures and other visuals.

14. Stage I: Pre-production (The silent period) – Pre K/K They can understand and duplicate gestures and movements to show comprehension. Lesson: focus on meaningful input and vocabulary

15. Stage II: Early production- End of K/ Beginning of 1 st grade Modify content information and simplify content materials. Build vocabulary using pictures. Provide listening activities. Focus on key vocabulary and concepts.

16. Use simple books with predictable text. Support learning with graphic organizers, charts and graphs. Begin to foster writing through labeling and short sentences. Use a frame to scaffold writing. Stage II: Early production- End of K/ Beginning of 1 st grade

17. Stage III: Speech Emergence- Middle/ End of 1st Grade Students have developed a vocabulary of about 3,000 words They can communicate with simple phrases and sentences Students demonstrate ability to comprehend a class discussion They will ask simple questions

18. Stage III: Speech Emergence- Middle/ End of 1st Grade They are able to initiate short conversations with classmates. They will understand easy stories read in class and write with the support of pictures. They are able to do some content work with teacher support.

19. Stage III: Speech Emergence (cont.) Read short, modified texts in content area subjects. Complete graphic organizers with word banks.  Understand and answer questions about charts and graphs.  Match vocabulary words to definitions.  Study flashcards with content area vocabulary.

20. Stage III: Speech Emergence (cont.) Participate in pair and choral reading activities. Write and illustrate. Compose brief stories based on personal experience. Write in dialogue journals (a conversation between the teacher and the student).

21. Stage IV: Intermediate Fluency- Second Grade Students have developed a vocabulary of about 6000 words. They are beginning to use more complex sentences when speaking and writing (output). They are willing to express opinions and share their thoughts.

22. Stage IV: Intermediate Fluency- Second Grade They will ask questions to clarify what they are learning in class. Comprehension is increasing. Teacher: focus on learning strategies. Students in this stage will be able to understand more complex concepts.

23. Stage V: Advanced Fluency It takes students from 4-10 years to achieve cognitive academic language proficiency in a second language. Student at this stage will be near-native in their ability to perform in content area learning. They will need continued support from classroom teachers especially in content areas such as history/social studies and in writing.

24. Immersion Stages Memory Challenge

25. Questions?

26. Add to Toolboxes